Learning to be a primary school teacher: reading one man’s story

Smedley, Susan

doi:10.1080/09540250701295510

Cited by 32 publications

(29 citation statements)

References 9 publications

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“…As a matter of fact, the perception of teaching as a profession for women and its preference more by women have been expressed in many studies [56][57][58]. In many studies abroad, especially in the UK, this has been referred to as the "feminization" of the profession [59].…”

Section: Discussionmentioning

confidence: 99%

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

Yilmaz¹,

Güneş²

2017

ujer

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With the influence of social, economic and political change, the education system has undergone many changes in various periods, which in turn has affected training of teachers. With the recent change in the implementation of the Pedagogical Formation Education Certificate Program in Turkey, a decision is being made whether the students or graduates who meet the requirements can receive pedagogical formation training, regardless of faculty positions. Considering that the training of qualified teachers is possible with the participation of those who want to perform this profession consciously, it is thought that the reason why the teacher candidates prefer the teaching profession is very important. This study, aiming to reveal the reasons for the education of pedagogical candidates trained in the pedagogical formation of this program, is a qualitative research conducted with 243 participants from eight different fields, employed and unemployed, students and non-students, who are studying at the faculty of education at a state university. The results of the analysis of the data obtained in written form asking the participants for their reasons to take pedagogical formation education and to elaborate their thoughts in detail are in general anxiety for job finding, career making and self-improvement, desire to perform teaching profession and necessity. Participants have indicated that their desire to perform teaching profession is based on their desire to perform a profession that they dream of, desire to gain an additional advantage, desire to meet the need for the required documentation, and thinking that professional conditions are suitable. In addition, it is noteworthy that the thoughts of the teacher candidates from different fields differed in this context.

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Section: Discussionmentioning

confidence: 99%

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

Yilmaz¹,

Güneş²

2017

ujer

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“…Önceki çalışmalar (Foster ve Newman, 2005;Martino, 2008;Raffaele Mendez ve Crawford, 2002;Smedley, 2007;Şahin, 2014) meslek tercih sebepleri içinde bazı kalıp yargıları (öğretmenliğin kadınlara ait bir meslek olarak görülmesi veya kolay bir meslek olarak algılanması gibi) dile getirmekteydi. Bu kalıp yargıların öğretmen yetiştirme sürecinde nasıl değiştiği ise belirsiz kalmaktaydı.…”

Section: Tartişma Ve Sonuçunclassified

“…Tüm bunların yanında, diğer bazı araştırmalar (Raffaele Mendez ve Crawford, 2002;Şahin, 2014) kalıp yargı veya inançlara (stereotip) dayalı sebeplerin meslek tercihleri üzerindeki etkisine dikkatleri çekmektedir. Bu kalıp yargıların başında, öğretmenlik mesleğinin kadınlara ait bir meslek olarak görülmesi gelmektedir (Foster ve Newman, 2005;Martino, 2008;Smedley, 2007). Buna bağlı olarak, okul öncesi ve sınıf öğretmenliği gibi daha küçük yaştaki öğrencilere öğretim hizmeti sunan öğretmenlerin çoğu kadınlardan oluşmaktadır.…”

Section: Introductionunclassified

Sınıf Öğretmen Adaylarının Meslek Tercih Algıları: Değişimin Boylamsal Çözümlemesi

Şahin¹,

Doğan²,

Çermik³

2016

HUJE

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ÖZ:Bu boylamsal tarama çalışmasının amacı sınıf öğretmeni adaylarının mesleği tercih ve mesleğin saygınlığı hakkındaki algıları ile mesleği yeniden tercih etme(me) durumlarını boylamsal olarak incelemektir. Çalışma, Pamukkale Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği programı kapsamında yürütülmüştür. Sözü edilen programa 2010-2011 öğretim yılında kayıt yaptıran öğretmen adayları çalışmaya katılmış; katılımcıların algıları, sonraki dört yıl boyunca izlenmiştir. Veriler, araştırmacıların geliştirdiği kapalı ve açık uçlu sorulardan oluşan bir veri toplama formu aracılığıyla toplanmıştır. Süreç boyunca elde edilen veriler istatistikî olarak çözümlenmiş, nitel verilerin çözümlenmesinde betimsel analiz tekniği uygulanmıştır. Frekans ve yüzde istatistikleriyle birlikte sunulan bulgular üç boyutta ifade edilmiştir: (1) Öğretmen yetiştirme programına girişte sırasıyla içsel, dışsal, özgeci ve çıkarcı faktörler etkilidir. Ancak öğretmen yetiştirme sürecinde içsel gerekçeli algı artarken, dışsal gerekçeli algı azalmış; özgeci ve çıkarcı gerekçeli algıda ise kısmi bir azalma gözlenmiştir. (2) Mesleğin saygınlığına ilişkin algı öğretmen yetiştirme sürecinde giderek zayıflamıştır. (3) Yeni bir şansım olsa mesleği seçmezdim diyenler ikinci yılda azalmasına rağmen, sonraki yıllarda giderek artmıştır. Öğretmen yetiştirme sürecinde olumlu sayılabilecek değişimler gözlense de, mesleğe yönelik bozulan algıyı dönüştürecek atılımlara gereksinim vardır. Anahtar sözcükler: Öğretmenlik mesleği, meslek tercihi, sınıf öğretmenliği, öğretmen yetiştirme ABSTRACT: The purpose of this longitudinal study was to investigate the perceptions of pre-service teachers regarding their career choice reasons, the prestige of teaching career, and whether they would (re)prefer teaching as a career in a case of new chance. The study was conducted at Pamukkale University, School of Education, the Primary School Teaching Program (1-4) in Elementary Education Department. Participants' were pre-service teachers registered to the program in 2010-2011 academic year and their perceptions were monitored for the following four years. Data were collected through a questionnaire including close-and open-ended questions and were analyzed by employing a descriptive analysis technique. Emerging (and other) findings were presented by using frequencies and percentages. Findings could be expressed in three dimensions: (1) Effective career choice factors could be ordered as intrinsic, extrinsic, altruistic and mercenary. Intrinsic perceptions increased, while the extrinsic perceptions were declining in teacher education process. Changes in altruistic and mercenary perceptions were relatively small. (2) Perceptions regarding the prestige of teaching profession declined through the teacher education process. (3) Those who would (re)prefer teaching declined as they approached graduation. Despite some positive effects, efforts are needed to restore pre-service teachers' image regarding the prestige of teaching profession.

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“…In this way some individuals are relegated to outsider status or marginalised if they 'break the rules'. Male primary teachers are liable to be marginalised by other men in particular and society in general as they operate in a feminised world (Smedley, 2007). What appears to be operating here is the 'othering' of inadequate males within the profession who do not measure up to hegemonic masculinity in terms of their capabilities to operate as 'expert leader'.…”

Section: The Expertmentioning

confidence: 99%

Constructing identities: perceptions and experiences of male primary headteachers

Jones

2008

Early Child Development and Care

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This article presents research undertaken with male headteachers in early years schools within the UK and explores several influential discourses in relation to male headteachers' identities. The article discusses the ways in which different identities are constructed for headteachers by parents, governors and wider society, and also how a variety of discourses impact on men's professional lives. It seeks to examine themes inherent in headteachers' discourses as they reflect upon their roles and experiences within the school context and consider the practice of identity construction. The article notes that tensions are increased as a result of multiple, frequently conflicting identities, for example the pressure to present both distant and caring personae. The article concludes that the role of headship functions to protect men from the denigration to which other male teachers are sometimes subject. However, it may operate to distance them from the closer relationships which they frequently desire. As such the role is characterised by complexity.

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Learning to be a primary school teacher: reading one man’s story

Cited by 32 publications

References 9 publications

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments

Sınıf Öğretmen Adaylarının Meslek Tercih Algıları: Değişimin Boylamsal Çözümlemesi

Constructing identities: perceptions and experiences of male primary headteachers

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